Programme Structure and Content
The programme has four modules – three academic modules, each worth 20 credits, and a fourth year-long module documenting your professional teaching practice with a specific inclusion-focus.
These modules are taught through a range of formats: lecture and workshops throughout the induction and five teaching weekends, and in-school observations. This is all supported by personal mentoring; group study sessions; and access to a virtual learning environment with a wide range of resources.
Observations of other music educators play a key role in supporting your learning throughout the modules. You will be invited to observe teaching within Music Masters’ Flagship Primary Schools in London and experience excellent practice across our growing network of partner organisations.
Programme Content – Four Modules
1. From subject expert to educator
You will learn to interrogate the nature of your experience, knowledge and expertise as a musician through a range of activities, research and personal reflection. You will identify and question assumptions about musical knowledge in order to gain critical understanding of how musical learning happens. You will be encouraged to deconstruct your subject and consider the role of your identity as a musician and how this impacts what is taught in your own contexts and settings.
2. Theories of teaching and learning (Pedagogy)
You will discover theories of teaching and learning and how they apply to music education. You will look at how these can be applied to group and whole class instrumental teaching, drawing on observations of other music educators and evaluating the impact of these pedagogical decisions, whilst deepening your reflective practice and learning to evaluate and develop your teaching style and ethos.
3. Learning in context
You will reflect on the wider context of how children learn and some of the potential barriers to learning. You will explore concepts of musical progression and development, as well as the uses and methods of assessment and planning, to develop as an educator who promotes learning for all.
4. Professional study programme
At the start of the programme, you will audit your existing knowledge and experience of the Teachers’ Standards. You will identify areas of inclusion practice you wish to develop most and reflect on the experience of putting your learning into practice throughout the programme. You will observe teaching at Music Masters’ Flagship Schools, as well as other organisations, and be observed by your mentor in your own setting.
Assessment
1 x 3000 word essay (Autumn term)
1 x 15 minute presentation (Spring term)
1 x 3000 word evidence-based portfolio project (Summer term)
1 x 3000 word portfolio of observations and professional practice (Summer term)
Music Masters’ Approach to Music Educator Development
We believe that inclusive educators are curious, perceptive and self-aware. Rather than promote particular pedagogies or techniques, students on the programme are instead encouraged to develop their critical thinking skills across a broad range of approaches and themes in music education.
With a strong emphasis on developing a core practice of self-reflection and a growth mindset, students are supported to become music educators who seek innovation within their teaching and can embrace change with agility.
Throughout the programme, opportunities are created for peer reflection, active listening, discussion and collaboration, which allow students to process their learning and confront challenges within their teaching setting. For this reason, each cohort is selected for their ability to work collaboratively and respectfully as a team to ensure a safe yet brave space that is negotiated with and for students to learn and evolve together.
In addition, smaller study groups are created for peer support and questions, as well as additional online Twilight sessions and in-person socials which are scheduled to supplement programme activity. These enable students to continue to bond and build relationships with one another outside of the programme schedule, meet other professionals in the sector and develop confidence and leadership skills through hosting opportunities.
It’s the breadth [of the programme and its content] that is stimulating.
It is the only programme that is aimed at group instrumental teaching as opposed to a more traditional classroom PGCEi.